Ice Hockey Coaches’ Perceptions of Athlete Leadership

Bucci, Joseph J.; Bloom, Gordon A.; Loughead, Todd M.; Caron, Jeffrey G.

doi:10.1080/10413200.2011.636416

Cited by 61 publications

(52 citation statements)

References 19 publications

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“…Our results suggest that leaders with the strongest impact on the team confidence of their teammates are perceived as the best leaders. This finding occurs for all four leadership roles and confirms the perception of ice hockey coaches that leaders have a large impact on their team by sharing their desire to win (Bucci, et al, 2012).…”

Section: Characteristics Associated With the Different Leadership Rolessupporting

confidence: 72%

“…In contrast to previous research that assigned an equal importance to leaders" on-and off-field characteristics (Bucci, Bloom, Loughead, & Caron, 2012), our findings reveal that both players and coaches perceive the on-field leadership roles as more important than the off-field leadership roles, regardless of the sport or level they play or coach. The fact that half of the participants indicate no external leader on their team corresponds with the perception of the external leader as the least important leader on the team.…”

Section: Classification Of Athlete Leadershipcontrasting

confidence: 55%

“…Recognition of the importance of leadership suggests that coaches should allocate time and effort to the identification and development of leadership (Bucci, et al, 2012;Price & Weiss, 2011 …”

Section: Implications For Theory and Practicementioning

confidence: 99%

See 2 more Smart Citations

The myth of the team captain as principal leader: extending the athlete leadership classification within sport teams

Fransen

Vanbeselaere

Cuyper

et al. 2014

Journal of Sports Sciences

136

165

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Although coaches and players recognize the importance of leaders within the team, research on athlete leadership is sparse. The present study expands knowledge of athlete leadership by refining the current classification and exploring the importance of the team captain. An online survey was completed by 4451 players and coaches within nine different team sports in Flanders (Belgium). The results revealed that the proposed additional role of motivational leader was perceived as clearly distinct from the already established roles (task, social, and external leader). Furthermore, almost half of the participants (44%) did not perceive their captain as the principal leader on any of the four roles. These findings underline that the leadership qualities attributed to the captain as the team"s formal leader are overrated. It can be concluded that leadership is spread throughout the team; the informal leaders rather than the captain take the lead, both on and off the field.

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Section: Characteristics Associated With the Different Leadership Rolessupporting

confidence: 72%

Section: Classification Of Athlete Leadershipcontrasting

confidence: 55%

See 1 more Smart Citation

The myth of the team captain as principal leader: extending the athlete leadership classification within sport teams

Fransen

Vanbeselaere

Cuyper

et al. 2014

Journal of Sports Sciences

136

165

View full text Add to dashboard Cite

show abstract

“…Their interviews revealed that veteran athletes on the team helped address issues that coaches were not aware of or did not have time to deal with such as teaching social norms of the team and providing social support for newcomers. While the majority of leadership research in sport has previously focused on the coach, researchers recently began to pay greater attention to leadership exhibited by athletes and its outcomes (Bucci, Bloom, Loughead, & Caron, 2012;Dupuis, Bloom, & Loughead, 2006;Eys, Loughead, & Hardy, 2007;Loughead, Hardy, & Eys, 2006;Vincer & Loughead, 2010). For example, effective athlete leadership has been shown to enhance team cohesion (Vincer & Loughead, 2010), athlete satisfaction , and improve communications between the coaching staff and athletes within the team (Bucci et al, 2012;Dupuis et al, 2006).…”

Section: Supportive Atmospherementioning

confidence: 99%

Intercollegiate coaches’ experiences and strategies for coaching first-year athletes^*

Kim

Bloom

Bennie

2016

Qualitative Research in Sport, Exercise and Health

Self Cite

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University student-athletes have reported difficulties balancing the rigors of academics, athletics, and their personal lives (Heller, Bloom, Neil, & Salmela, 2005). These challenges may be exacerbated for first-year athletes who are transitioning from high school and often living away from home for the first time. Given that coaches significantly influence their athletes' experiences (Bloom, Falcão, & Caron, 2014), their coaching styles and support may ease this transition process. Thus, the purpose of the current study was to investigate university coaches' perceptions, experiences, and strategies used with first-year university student-athletes. Eight highly successful and experienced Canadian university coaches were individually interviewed. The interview data was analyzed with thematic analysis (Braun & Clarke, 2006). The results revealed that coaches' ultimate goal of helping their athletes succeed in life after university influenced their coaching practices throughout the athletes' entire university experience from first year to graduation. Coaching first-year athletes started with recruiting individuals who were highly skilled and who would fit in with the other athletes on their team both on and off the field. Once selected, coaches began building trusting relationships with their first-year athletes that were supported by the leadership skills of their senior athletes and by incorporating team building activities into training. Coaches developed their first-year athletes' athletic skills by creating training programs that addressed each players' weaknesses. At the same time, coaches ensured their academic success by monitoring their progress and encouraging the use of academic resources that were available from their university. The coaches also attended to their athletes' personal needs which resulted from coaching individuals who were living away from home for the first time and who were susceptible to social opportunities that could distract them from their academic and athletic responsibilities if not carefully monitored by the coaches. In sum, this study adds to the body of literature of effective coaching practices for university coaches by providing one of the first empirical accounts of coaching first-year student-athletes. The current results benefit both coaches and athletes by highlighting the common challenges of a first-year university athlete, as well as by offering useful strategies that can help resolve such challenges and ease this transition process.iii Résumé Les étudiants-athlètes universitaires ont de la difficulté à équilibrer les rigueurs associées aux études, aux sports et à leurs vies personnelles (Heller, Bloom, Neil, & Salmela, 2005). Ces défis peuvent être exacerbés pour les étudiants-athlètes de première année qui sont en transition du secondaire à l'université et qui vivent souvent loin de leur domicile pour la première fois. É tant donné que les entraîneurs influencent l'expérience de leurs athlètes (Bloom, Falcão, & Caron, 2014), leurs styles d'entraînement et de...

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“…Little is known about athlete leaders at the Masters level; however, a small number of studies on athlete leaders in university sport exists from which we can make inferences (Bucci, Bloom, Loughead, & Caron, 2012;Loughead, Hardy, & Eys, 2006). University athletes with formal leadership designation (i.e., team captain) help to accomplish group objectives, satisfy team members' needs, and represent the group's interest by acting as a liaison between coaches and athletes.…”

Section: Experiences Specific To Being a Masters Swimmermentioning

confidence: 99%

Exploring the Context of Coached Masters Swim Programs: A Narrative Approach

Rathwell¹,

Callary²,

Young³

2015

IJARE

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Ice Hockey Coaches’ Perceptions of Athlete Leadership

Cited by 61 publications

References 19 publications

The myth of the team captain as principal leader: extending the athlete leadership classification within sport teams

The myth of the team captain as principal leader: extending the athlete leadership classification within sport teams

Intercollegiate coaches’ experiences and strategies for coaching first-year athletes^*

Exploring the Context of Coached Masters Swim Programs: A Narrative Approach

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Ice Hockey Coaches’ Perceptions of Athlete Leadership

Cited by 61 publications

References 19 publications

The myth of the team captain as principal leader: extending the athlete leadership classification within sport teams

The myth of the team captain as principal leader: extending the athlete leadership classification within sport teams

Intercollegiate coaches’ experiences and strategies for coaching first-year athletes*

Exploring the Context of Coached Masters Swim Programs: A Narrative Approach

Contact Info

Product

Resources

About

Intercollegiate coaches’ experiences and strategies for coaching first-year athletes^*